Objectives: To evaluate the effects of innovative school-based (WeJoy + WeHop) ondepressive symptoms, physical activities, and sleep quality among primary 3 to 5 schoolchildren.Method: A sample of 408 school children will be recruited from primary schools in HongKong. This study will adopt a 2 two-group pre and post-design. Participants are randomlyassigned equally into 1 intervention group (WeJoy+WeHop) and 1 control group (RoutineExtra curriculum Activity). Participants will be assessed at baseline andpost-intervention. The outcomes are depressive symptoms, physical activities, and sleepquality, using the Chinese version of the Center for Epidemiologic Studies DepressionScale for Children (CES-DC), the Chinese Version of the International Physical ActivityQuestionnaire (IPAQ-C), and the Chinese version of the Pittsburgh Sleep Quality Index(PSQI-C).Data analysis: Descriptive and inferential statistics will be performed to examine theresearch objectives.
The COVID-19 pandemic has altered children's lifestyles, calling for particular
attention. Psychological problems, obesity, and sleep disturbance in children have become
more prevalent throughout the COVID-19 outbreak. It is vital to develop preventative
interventions to enhance psychological well-being, prevent obesity, and improve sleep
health. Cognitive behavioural therapy (CBT) is effective in preventing psychological
problems, obesity, and sleep problems in children. The provision of CBT faces obstacles
such as a shortage of therapists, stigma, protracted wait times, and high costs. Evidence
revealed that children prefer interventions with interactive, relatable, and game-like
content to improve their engagement.
School-based CBT (WeJoy) allows children to recognize, change, and partake in pleasant
activities based on the CBT model. The WeJoy comprises six weekly sessions on
psychoeducation, cognitive restructuring, behavioural activation, emotional regulation,
and self-monitoring. Exergaming on the interactive floor (WeHop) using a portable
interactive projector games system. The WeHop can gain a sense of autonomy, competence,
and relatedness to help them regulate their emotions and maintain positive behaviours
according to the Self-Determination Theory. Children participate in the interactive floor
games by stepping on various targets and moving in response to the game's rules.
Combining task division, cooperation, and taking turns constitutes the collaboration
mechanism.
Behavioral: WeJoy+WeHop
School-based CBT (WeJoy) comprises six weekly sessions on psychoeducation, cognitive
restructuring, behavioural activation, emotional regulation, and self-monitoring.
Exergaming on the interactive floor (WeHop) can gain a sense of autonomy, competence, and
relatedness to help them regulate their emotions and maintain positive behaviours
according to the Self-Determination Theory. Children participate in the interactive floor
games by stepping on various targets and moving in response to the game's rules.
Combining task division, cooperation, and taking turns constitutes the collaboration
mechanism.
Inclusion Criteria:
- Primary students ranged from primary 3 to 5 school children.
- Obtained consent forms from their legal guardians.
Exclusion Criteria:
- Primary students in primary 1 due to the adaptation of the new environment.
- Primary 6 due to the preparation of the examinations for secondary schools.
The Chinese University of Hong Kong
Hong Kong, Hong Kong
Investigator: Ying Lau, PhD
Contact: (852) 39436222
yinglau@cuhk.edu.hk
Ying Lau, PhD
(852) 39436222
yinglau@cuhk.edu.hk
Not Provided